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Related Experiment Videos

Classroom dialogues and deaf identities

P Mudgett-DeCaro1, T A Hurwitz

  • 1University of Rochester, NY, USA. PADNOD@rit.edu

American Annals of the Deaf
|April 1, 1997
PubMed
Summary
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Teachers need training to support diverse deaf and hard of hearing students. This course uses teacher diversity as a strength, fostering a collaborative learning environment for all students.

Area of Science:

  • Education
  • Deaf Studies
  • Special Education

Background:

  • Increasing diversity among deaf and hard of hearing students presents challenges.
  • Many teachers lack adequate preparation to address diverse student needs.
  • Current pedagogical approaches may not fully leverage classroom diversity.

Purpose of the Study:

  • To describe a teacher training course focused on diversity in deaf education.
  • To equip future teachers with strategies for inclusive and effective instruction.
  • To promote the use of diversity as a resource for classroom growth.

Main Methods:

  • A course designed for future teachers of deaf and hard of hearing students.
  • Focus on understanding students' multiple identities.

Related Experiment Videos

  • Utilizing teachers' own diversity and expertise in a dialogue-based approach.
  • Incorporating practical teaching strategies and classroom dialogue examples.

    • Main Results:

    • Teachers gain a deeper understanding of student diversity.
    • Development of practical skills for inclusive teaching.
    • Fostering an environment where diversity enhances learning for all.

    Conclusions:

    • Teacher training must address the complexities of diversity in deaf education.
    • Leveraging teacher and student diversity can transform classrooms into collaborative learning spaces.
    • A dialogue-based approach is effective for preparing teachers for diverse learners.